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Goal: This paper performs a literature review to identify and analyze the main gaps related to crisis management and risk management in the engineering projects context. Design / Methodology / Approach: A literature review research design was carried out merging bibliometrics, network and qualitative and quantitative content analysis. Data were obtained from the scientific database Scopus. Results: Publications per year illustrates that in 2016 as concentrated the major number of papers. Only 1% of the authors published 4 papers about models for software engineering risks analysis and reduction. The paper distribution by country shows that the United States has the highest percentage, about 16% of the total. The network of co-occurrence of all keywords has three well-defined clusters. Limitations of the investigation: The quantity of papers analyzed and the selection of a single database. Practical implications: This research encourages project managers to develop pertinent skills for crisis management and risk management in the engineering projects context. Furthermore, this study can guide decision-makers on how to manage risks during the crisis, and also highlights the importance of creating a lessons learned database. Originality / Value: The current study can contribute to companies catching lessons learned from literature, helping project managers to motivate the team during the crisis scenarios, to perform an effective struggle during the crisis, and to turn to the former position in a short time after the crisis. [ABSTRACT FROM AUTHOR]

The findings reported in this paper are based on surveys of U.S. high school students who registered and managed their science and engineering fair (SEF) projects through the online Scienteer website over the three years 2019/20, 2020/21, and 2021/22. Almost 2500 students completed surveys after finishing all their SEF competitions. We added a new question in 2019/20 to our on-going surveys asking the students whether their high school location was urban, suburban, or rural. We learned that overall, 74% of students participating in SEFs indicated that they were from suburban schools. Unexpectedly, very few SEF participants, less than 4%, indicated that they were from rural schools, even though national data show that more than 20% of high school students attend rural schools. Consistent with previous findings, Asian and Hispanic students indicated more successful SEF outcomes than Black and White students. However, whereas Asian students had the highest percentage of SEF participants from suburban vs. urban schools- 81% vs. 18%, Hispanic students had the most balanced representation of participants from suburban vs. urban schools- 55% vs. 39%. Differences in students' SEF experiences based on gender and ethnicity showed the same patterns regardless of school location. In the few items where we observed statistically significant (probability < .05) differences based on school location, students from suburban schools were marginally favored by only a few percentage points compared to students from urban schools. In conclusion, based on our surveys results most students participating in SEFs come from suburban schools, but students participating in SEFs and coming from urban schools have equivalent SEF experiences, and very few students participating in SEFs come from rural schools., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2023 Grinnell et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Striving to remain a global leader in innovation, the United States continues prioritizing broadening participation in engineering and other STEM fields. For this reason, STEM outreach programs are increasingly popular and vital. However, few programs offer such outreach experiences at a large, national scale and intentionally situate those experiences in locations that enable access for African American youth. In this paper, we present a logic model that showcases the resources and components that can expand the reach of an effective program, outlining the programmatic components involved in executing the National Society of Black Engineers' Summer Engineering Experience for Kids (SEEK) program, which has effectively scaled to cities across the United States. Using SEEK as an instrumental case, we highlight what goes into offering a large-scale community-based STEM outreach program, emphasizing aspects that are most important to preserve during expansion into underserved communities. Key findings illustrate that maximizing the potential of recruiting and engaging youth from underserved populations may hinge on the ability of established programs to scale up their initiatives while establishing appropriate assessment plans to measure effectiveness. Additionally, embracing the ideals of collective impact provides an opportunity for such programs to progress their initiatives by replicating program designs in more communities. [ABSTRACT FROM AUTHOR]

Public health has always been, and remains, an interdisciplinary field, and engineering was closely aligned with public health for many years. Indeed, the branch of engineering that has been known at various times as sanitary engineering, public health engineering, or environmental engineering was integral to the emergence of public health as a distinct discipline. However, in the United States (U.S.) during the 20th century, the academic preparation and practice of this branch of engineering became largely separated from public health. Various factors contributed to this separation, including an evolution in leadership roles within public health; increasing specialization within public health; and the emerging environmental movement, which led to the creation of the U.S. Environmental Protection Agency (EPA), with its emphasis on the natural environment. In this paper, we consider these factors in turn. We also present a case study example of public health engineering in current practice in the U.S. that has had large-scale positive health impacts through improving water and sanitation services in Native American and Alaska Native communities. We also consider briefly how to educate engineers to work in public health in the modern world, and the benefits and challenges associated with that process. We close by discussing the global implications of public health engineering and the need to re-integrate engineering into public health practice and strengthen the connection between the two fields.

The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g., earthquakes, hurricanes), but not to the same extent as COVID-19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self-discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students' well-being and success is the faculty members communicating care and incorporating flexibility into their courses. [ABSTRACT FROM AUTHOR]

Background: Numerous efforts worldwide have been made to increase diversity in engineering and computer science (ECS), fields that pay well and promote upward mobility. However, in the United States (U.S.), females and students from underrepresented racial/ethnic minority groups (URM) still pursue ECS training far less than do their peers. The current study explored sex and racial/ethnic differences in ECS college enrollment as a function of math and verbal SAT score patterns (balanced or imbalanced) using an intersectional approach within a U.S. context. Data represented a census of students who took the SAT, graduated from all Virginia public high schools between 2006 and 2015, and enrolled in a 4-year college (N = 344,803). Results: Our findings show, within each sex, URM students were at least as likely as their non-URM peers to enroll in ECS programs when they scored within similar SAT score ranges. Students were more likely to enroll in ECS programs if their SAT profile favored math, compared to students with similar math and verbal SAT scores (balanced profile). This overall pattern is notably less pronounced for URM female students; their propensity to major in ECS appeared to be largely independent of verbal scores. Conclusions: Our findings inform strategies to diversify ECS enrollment. If programs continue to emphasize SAT scores during admission decisions or if more systemic issues of resource allocation in secondary schools are not addressed, other efforts to broaden participation in ECS programs may fall short of goals. Our findings also highlight the importance of considering the intersection of sex and race/ethnicity for recruitment or other educational promotions. [ABSTRACT FROM AUTHOR]

Contribution: This study contributes to efforts to diversify the field of engineering by studying the influence of co-curricular activities on African American students’ development of key nontechnical professional skills. Background: The 21st Century workforce requires significant collaboration and communication. For engineering graduates to meet workforce challenges, they must graduate with nontechnical skills. This study operationalized these skills using traits identified in the National Academy of Engineering’s (NAE) “Engineer of 2020” report. The NAE also points to the urgent need for the United States to diversify its workforce; broadening the participation of African American engineers is key to doing so. Co-curricular activities help students develop nontechnical professional skills and are particularly important to African Americans at predominantly White institutions (PWIs). Research Question: How do African American engineering students attending PWIs in the United States develop nontechnical professional skills through participation in ethnic-specific co-curricular activities? Methodology: This qualitative study explored the lived experiences of 16 participants from one of six engineering disciplines. Each participant was a member of at least one of the following organizations: a Black fraternity or sorority (termed Black Greek Letter organizations), their campus student chapter of the National Society of Black Engineers, or an institution-sponsored program for racially underrepresented students such as a minority engineering program. Findings: Data analysis revealed significant evidence that involvement in one or more of the studied ethnic-specific co-curricular activities enhanced African American engineering students’ educational experiences by providing resources and opportunities to help them develop professional skills. [ABSTRACT FROM AUTHOR]

Studies exploring engineering students' experiences with cooperative education (co-op) typically utilize traditional quantitative and qualitative methods to focus on overall outcomes as opposed to individual voices. As a result of this, women's experiences in a co-op environment are rarely captured. Historically, women are underrepresented in engineering undergraduate programs, and this can lead to feelings of isolation and low self-efficacy, which, in turn, can lead to attrition. Participatory action research (PAR) not only highlights marginalized voices, but also empowers participants. The current study implements group-level assessment (GLA), a large-group PAR method, to study the co-op experiences of women in engineering at a large US research institution. During the GLA, participants developed an action plan to improve co-op experiences for women in order to improve retention and help future women succeed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify trends in the representation of female authorship regarding the topic of the status of women in science, technology, engineering, and mathematics (STEM) in higher education in the United States from 2007 to 2018 in prominent interdisciplinary journals. We conducted a comprehensive search for articles and collected the genders of the first and senior authors from 647 citations. We assessed the number of male versus female authors, the percentages of female first authors and senior authors, and the percentage of female corresponding authors for each year. Additionally, we also analyzed the citations to determine the journals and publishers who produced the most literature in this area. Women constituted 59% overall authorship and 34% first authorship. The top publishers in this area include Sage Publications, Springer/Nature, and Elsevier. Women constituted 60% of the first authors in STEM literature on the status of women and 38% of senior authors. Although there was growth over time in first authorship in STEM literature written by women, they continue to remain a minority in senior authorship. We suggest it is women that are leading this discussion, highlighting the additional lift that women in STEM in higher education must make; researching and publishing on their own experiences as part of their self-advocacy. [ABSTRACT FROM AUTHOR]

In many countries, engineering remains a field in which women are highly underrepresented, raising questions not only of equal access, but also of underutilized and wasted potential in engineering talent. The United States is one such country, with women representing only 15% of the engineering workforce. Moreover, even if initially entering the field, women in the United States are more likely than men to leave engineering altogether. This study further analyzes this situation, recognizing that women are a demographically varied group and questioning how differences among them might be reflected in engineering participation outcomes. Emphasizing race and gender, and employing logit regression and marginal effects tests, it considers intersectional configurations to examine probabilities of staying and working in engineering occupations among recipients of engineering degrees. Different gendered patterns are revealed for working in engineering among Hispanic Americans, Asian Americans, African Americans, and White Americans. Moreover, gender and race groups present varying retention rates in engineering occupations over time. Findings also confirm inter- and intra-group gender and racial/ethnic differences and disparities that would not have been revealed without attention to intersectional effects on participation in engineering fields. [ABSTRACT FROM AUTHOR]

Among science, technology, engineering, and math (STEM) disciplines, the percentage participation of women in engineering has shown significant gains over the past few decades. However, women are still largely absent (or exist in very small numbers) in tenured academic ranks in several engineering sub-fields. In this study we present female and male engineers' varying understandings of 'scientific success' as a potential contributor to women's retention and success in their (sub)fields. Using in-depth interviews conducted among engineering graduate students and faculty at two U.S. Northwest land-grant research universities, this study demonstrates the 'dual' nature in accounts of scientific success, where formal measures of success operate in tandem with informal measures. While both men and women attribute their success to formal and informal measures, gender-based variations tend to be more prevalent among informal measures. By examining these informal measures, this study highlights the context surrounding success. [ABSTRACT FROM AUTHOR]

Career counselors must continually enhance their knowledge and skills to assist clients contemplating careers in science, technology, engineering, and mathematics (STEM). Therefore, the authors review STEM disciplines and theory‐driven strategies for assisting diverse individuals to explore, enter, and persist in STEM careers. Appropriate use of career assessments can contribute greatly to this effort. To identify available measures for STEM‐focused domains and constructs, the authors conducted a journal content analysis of stand‐alone STEM‐related career assessments from 1983 to 2016, identifying 39 articles with 153 measures. Notable results included the emergence of social cognitive theory and social cognitive career theory as prevailing frameworks for instrument development, a wide variety of disciplines and journals represented, an underrepresentation of minority samples, and untapped potential for cross‐discipline and researcher–practitioner collaboration. Useful strategies and resources for counselors and recommendations for enhancing career assessments and interventions are addressed. [ABSTRACT FROM AUTHOR]

Engineering remains one of the most highly and persistently sex segregated occupations in the United States. Though extant literature submits thatwomen's increased access to managerial positions in male-dominated occupations should represent an important strategy for addressing sex segregation, my analysis of 61 interviews with industry engineers suggests that increasing women's disproportionate representation in managerial roles in engineering may promote the very sex segregation it is attempting to mitigate. The analysis highlights how organizations reinforce female engineers' movement into managerial roles and foster a form of intraoccupational sex segregation with unintended consequences for women. These consequences include fostering mixed identification with engineering, reinforcing stereotypes about women's suitability for technical work, and increasing work-life balance tensions. The findings further suggest that an inverted role hierarchy in engineering may explain these gendered career patterns and their unintended consequences. By inverted role hierarchy I mean the valuing of technical over managerial roles. Implications for the literatures on occupational sex segregation, women's representation in managerial roles, and the experience of women in male-dominated occupations are discussed. [ABSTRACT FROM AUTHOR]

The article discusses the questions about the need for distinction between the two of the science and engineering practices that were when the National Research Council's "A Framework for K-12 Science Education" was published. Topics discussed include use of the framework "Claim, Evidence and Reasoning," use of words associated with arguments and explanations by professional development providers and a diagrammatic presentation related to the planets movement.

An interview with Cyrus Wadia, former assistant director of Clean Energy Materials Research and Development, White House Office of Science and Technology Policy (OSTP), is presented. When asked about the launch of the Materials Genome Initiative (MGI), he shares that he considered the issue of time to market when exploring ways to advance the materials science and engineering community. He describes the evolution of materials development. He discusses the role of professional society in MGI.